Marcia J Watson-Vandiver
Biographic Data
| ID | 4622565 |
|---|---|
| NAME | Marcia J Watson-Vandiver |
| GIVEN NAMES | Marcia J |
| FAMILY NAME | Watson-Vandiver |
| SIGNATURE | WATSON-VANDIVER M J |
| AFFILIATIONS | Towson University |
| ORCID | 0000-0002-5866-8738 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
STEM Without a Place: Black Girls’ Silent Struggles and Amplified Voices in STEM Education
Covid-19 Prevention or Educational Negligence: Exploring the Impact of Virtual Learning with Students with Disabilities and the Unveiling of Human Rights Violations in the U.S
An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care
Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely c…
The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor
Decolonizing Race and Gender Intersectionality in Education: A Collaborative Critical Autoethnography of Hope, Healing and Justice
This article provides a collaborative critical autoethnography of the educational experiences of two women of African descent, from the perspectives of an undergraduate student and university professor. Using decolonial intersectionality as the theoretical framework, the authors interpret their schooling experiences through a decolonial epistemological lens and identify ways in which education serves as both a divider and equalizer for students. …
Culturally Sustaining Pedagogy Extended: Ethnic Pedagogies
As a subset of culturally sustaining pedagogy, ethnic pedagogies enlarge the repertoire of teachers addressing the instructional needs of many different students. Specific descriptions with grade 5–12 instructional illustrations are provided for call-and-response learning approach from the African-American religious tradition and havruta, which is sustained partner text study from the Jewish tradition. These approaches may increase oral and textu…
Outsider in the academy: Experiences and perspectives of Caribbean women attending predominantly White institutions in the southeastern region of the United States
Most studies on international education focus on Asian or European student experiences. This typically ignores the perspectives of African-descent international students. To that end, this phenomenological study examines the experiences of Afro-Caribbean international women pursuing graduate degrees at Predominantly White Institutions [PWIs] in the U.S. Using Black Feminist Post-Coloniality as a theoretical framework, this study antagonizes the r…
Retracted Article: Early Pioneers of the Americas: The Role of the Olmecs in Urban Education and Social Studies Curriculum
Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri
Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critica…
The genius of Imhotep: An exploration of African-centered curricula and teaching in a high achieving U.S. urban school
Pedagogy of empowerment: Student perspectives on critical multicultural education at a high-performing African American school
Despite decades of education reform, the US school curricula remain virtually unchanged. Multi-billion dollar initiatives such as No Child Left Behind, Common Core State Standards, Race to the Top, and Every Student Succeeds Act have not resulted in significant academic gains or curricula change. The exclusion of diversity and multiculturalism in US classrooms and textbooks underserves all students and inaccurately perpetuates a hegemonic narrati…
The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor
The genius of Imhotep: An exploration of African-centered curricula and teaching in a high achieving U.S. urban school
Outsider in the academy: Experiences and perspectives of Caribbean women attending predominantly White institutions in the southeastern region of the United States
Most studies on international education focus on Asian or European student experiences. This typically ignores the perspectives of African-descent international students. To that end, this phenomenological study examines the experiences of Afro-Caribbean international women pursuing graduate degrees at Predominantly White Institutions [PWIs] in the U.S. Using Black Feminist Post-Coloniality as a theoretical framework, this study antagonizes the r…
Pedagogy of empowerment: Student perspectives on critical multicultural education at a high-performing African American school
Despite decades of education reform, the US school curricula remain virtually unchanged. Multi-billion dollar initiatives such as No Child Left Behind, Common Core State Standards, Race to the Top, and Every Student Succeeds Act have not resulted in significant academic gains or curricula change. The exclusion of diversity and multiculturalism in US classrooms and textbooks underserves all students and inaccurately perpetuates a hegemonic narrati…
Decolonizing Race and Gender Intersectionality in Education: A Collaborative Critical Autoethnography of Hope, Healing and Justice
This article provides a collaborative critical autoethnography of the educational experiences of two women of African descent, from the perspectives of an undergraduate student and university professor. Using decolonial intersectionality as the theoretical framework, the authors interpret their schooling experiences through a decolonial epistemological lens and identify ways in which education serves as both a divider and equalizer for students. …
Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri
Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critica…
Pedagogy of empowerment: Student perspectives on critical multicultural education at a high-performing African American school
Despite decades of education reform, the US school curricula remain virtually unchanged. Multi-billion dollar initiatives such as No Child Left Behind, Common Core State Standards, Race to the Top, and Every Student Succeeds Act have not resulted in significant academic gains or curricula change. The exclusion of diversity and multiculturalism in US classrooms and textbooks underserves all students and inaccurately perpetuates a hegemonic narrati…
The genius of Imhotep: An exploration of African-centered curricula and teaching in a high achieving U.S. urban school
Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri
Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critica…
Decolonizing Race and Gender Intersectionality in Education: A Collaborative Critical Autoethnography of Hope, Healing and Justice
This article provides a collaborative critical autoethnography of the educational experiences of two women of African descent, from the perspectives of an undergraduate student and university professor. Using decolonial intersectionality as the theoretical framework, the authors interpret their schooling experiences through a decolonial epistemological lens and identify ways in which education serves as both a divider and equalizer for students. …
Culturally Sustaining Pedagogy Extended: Ethnic Pedagogies
As a subset of culturally sustaining pedagogy, ethnic pedagogies enlarge the repertoire of teachers addressing the instructional needs of many different students. Specific descriptions with grade 5–12 instructional illustrations are provided for call-and-response learning approach from the African-American religious tradition and havruta, which is sustained partner text study from the Jewish tradition. These approaches may increase oral and textu…
Outsider in the academy: Experiences and perspectives of Caribbean women attending predominantly White institutions in the southeastern region of the United States
Most studies on international education focus on Asian or European student experiences. This typically ignores the perspectives of African-descent international students. To that end, this phenomenological study examines the experiences of Afro-Caribbean international women pursuing graduate degrees at Predominantly White Institutions [PWIs] in the U.S. Using Black Feminist Post-Coloniality as a theoretical framework, this study antagonizes the r…
Retracted Article: Early Pioneers of the Americas: The Role of the Olmecs in Urban Education and Social Studies Curriculum
An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care
Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely c…
The National Teacher Shortage, Urban Education and the Cognitive Sociology of Labor
Covid-19 Prevention or Educational Negligence: Exploring the Impact of Virtual Learning with Students with Disabilities and the Unveiling of Human Rights Violations in the U.S
STEM Without a Place: Black Girls’ Silent Struggles and Amplified Voices in STEM Education
Critical Race Theory in Education (8 works) · Pedagogy (8 works) · Sociology (8 works) · Political science (7 works) · Psychology (7 works) · Curriculum (5 works) · Gender Studies (4 works) · Law (4 works) · Law (4 works) · Mathematics education (4 works)